Instructional Objectives- Taking into consideration Mager’s (1997) 3 components and issues; Dick, Carey, and Carey’s steps to writing an effective objective, as well as additional reading and research you have done for this course, write instructional objectives for each goal and step identified in the task analysis. At minimum, the objectives have 3 components in which Mager (1997) identified: 1) Performance, 2) Conditions, 3) Criterion. The objectives should be written in list form with the identified goal and step from the task analysis. They should also included as part of the task analysis flow chart and put into Word document or .PDF. (Module 4)
*NOTE that the goals we wrote are NOT objectives. Objectives must be written to reach each goal.
Below are the components necessary for each objective.
3 Components of an Effective Objective
Mager (1997) identifies three components of an effective objective:
1. Performance
Performance is defined as a description of the expected behavior from the learner.
It should be both measurable and observable and answers the question, "What will
the learner be DOING when demonstrating achievement of the objective?"
Example of a performance may be:
Think About It Activity 4.2
Answer True or False. The stated objective is effective.
Objective 1: Students will develop an appreciation of Web 2.0 technology for course design
is a good objective.
Answer: False. This objective is abstract and is not directly observable. According to Mager (1997) an objective
should answer the question, "What will the learner be DOING when demonstrating achievement of the
objective?" If you apply this question, what would the learner be doing if they were "appreciating" Web 2.0
technology? A measurable or observable objective may be: The learner will implement Web 2.0 technology in
the creation of his or her web-based ISD instructional unit.
Objective 2: Students will develop a 10-minute video presentation and post it on the class
bulletin board is a poorly written objective.
True and false. This objective may not be poor, but it could be improved. Although this objective is directly
observable, it could be improved by specifying conditions, that is, a description of the circumstances in which
the task will be performed and a description of the available resources and tool. An example of objectives with
conditions is given a web-camera, video capturing software, and a computer operating system, the learner will
produce a 10-minute video presentation to post on the web. The performance is to occur with the use of specified
items - these are the conditions that may influence the nature of the performance.) One author once described it
like this. The stated objective is travel from New York to Washington DC in two hours. You could probably do
that - if you were on a plane. However, what if the objective were stated like this: Given an automobile, travel
from New York to Washington DC in two hours. Or this: Using your own two feet, travel from New York to
Washington DC in two hours. Identifying tools can be important to ensure that the objective is feasible.
•The student will be able to write a literature review
•The student will be able to create a multimedia tutorial
2. Conditions
A condition is a description of the circumstances in which the task will be performed. It may also
include a description of the available resources and tool for learners to complete the desired
behavior.
Example of a condition may be:
•Given a fully-functioning video camera
•In the presence of an irate supervisor.
An example of an objective with a performance and conditions is:
•Given a bicycle and a flat street, the student will be able to ride the bike to the end and
back. (The conditions that will influence the performance are the bike and the flat street.).
•Given screen capturing software, the student will be able to create a 10 minute
multimedia tutorial. (The condition that will influence the performance is the software. ).
3. Criterion
Criterion refers to a description of the criteria that indicates mastery of the objective. It is the part
of the objective that describes the desired or appropriate level of performance.
For example:
•Students will write an APA style literature re view. It should have no spelling, grammar,
or punctuation errors.
Criterion may also be defined in terms of speed or accuracy. For example:
•Students will complete a math times table quiz within 10 minutes or with 75% accuracy.
Goal 1: (Nicole)
When given a fully functional iPad, k-12 educators/participants will be able to turn on and use the Search feature of the iPad to find a given application within 5 minutes.
When given a fully functional iPad that is turned on, k-12 educators/participants will be able to navigate by either using the Search feature of the iPad or flipping through pages of the iPad to locate the Apple Store app within 3 minutes.
When given a list of applications, k-12 educators/participants will be able to search the Apple Store for an app and complete a purchase within 5 minutes.
Goal 3: (Beverly) Please review these goals!! any input is appreciated! Bev
1. When given a fully functional iPad loaded with an application, k-12 educators/participants will complete a list of curriculum related goals for the application within 10 minutes. 2. When given a fully functional iPad , k-12 educators/participants will be able to navigate through and evaluate the quality of an application for instructional purposes within 10 minutes. 3. The k-12 educators/participants will be able to develop an instructional lesson implementing iPads into their class instruction.
Goal 4: I am having a hard time with the time frame part of the objectives since this session is a discussion and evaluation more than a lesson--feedback appreciated :) (Tai)
1. When the implementation of the iPad app is complete, the educated/participants will evaluate their experience using the Google Survey prior to coming to this session.
2. The educators/participants will evaluate successes and failures of implementing the use of their iPad app in the classroom by creating a list of Pros and Cons.
3. The entire group of educators/participants and instructors of the session will evaluate the process by which the educators/participants were taught to research.
4. The educators/participants will determine the next steps for continued implementation by scheduling at least one observation or support meeting with a session instructor within two weeks of this session.
Instructional Objectives- Taking into consideration Mager’s (1997) 3 components and issues; Dick, Carey, and Carey’s steps to writing an effective objective, as well as additional reading and research you have done for this course, write instructional objectives for each goal and step identified in the task analysis. At minimum, the objectives have 3 components in which Mager (1997) identified: 1) Performance, 2) Conditions, 3) Criterion. The objectives should be written in list form with the identified goal and step from the task analysis. They should also included as part of the task analysis flow chart and put into Word document or .PDF. (Module 4)
*NOTE that the goals we wrote are NOT objectives. Objectives must be written to reach each goal.
Below are the components necessary for each objective.
3 Components of an Effective Objective
Mager (1997) identifies three components of an effective objective:
1. Performance
Performance is defined as a description of the expected behavior from the learner.
It should be both measurable and observable and answers the question, "What will
the learner be DOING when demonstrating achievement of the objective?"
Example of a performance may be:
Think About It Activity 4.2
Answer True or False. The stated objective is effective.
Objective 1: Students will develop an appreciation of Web 2.0 technology for course design
is a good objective.
Answer: False. This objective is abstract and is not directly observable. According to Mager (1997) an objective
should answer the question, "What will the learner be DOING when demonstrating achievement of the
objective?" If you apply this question, what would the learner be doing if they were "appreciating" Web 2.0
technology? A measurable or observable objective may be: The learner will implement Web 2.0 technology in
the creation of his or her web-based ISD instructional unit.
Objective 2: Students will develop a 10-minute video presentation and post it on the class
bulletin board is a poorly written objective.
True and false. This objective may not be poor, but it could be improved. Although this objective is directly
observable, it could be improved by specifying conditions, that is, a description of the circumstances in which
the task will be performed and a description of the available resources and tool. An example of objectives with
conditions is given a web-camera, video capturing software, and a computer operating system, the learner will
produce a 10-minute video presentation to post on the web. The performance is to occur with the use of specified
items - these are the conditions that may influence the nature of the performance.) One author once described it
like this. The stated objective is travel from New York to Washington DC in two hours. You could probably do
that - if you were on a plane. However, what if the objective were stated like this: Given an automobile, travel
from New York to Washington DC in two hours. Or this: Using your own two feet, travel from New York to
Washington DC in two hours. Identifying tools can be important to ensure that the objective is feasible.
•The student will be able to write a literature review
•The student will be able to create a multimedia tutorial
2. Conditions
A condition is a description of the circumstances in which the task will be performed. It may also
include a description of the available resources and tool for learners to complete the desired
behavior.
Example of a condition may be:
•Given a fully-functioning video camera
•In the presence of an irate supervisor.
An example of an objective with a performance and conditions is:
•Given a bicycle and a flat street, the student will be able to ride the bike to the end and
back. (The conditions that will influence the performance are the bike and the flat street.).
•Given screen capturing software, the student will be able to create a 10 minute
multimedia tutorial. (The condition that will influence the performance is the software. ).
3. Criterion
Criterion refers to a description of the criteria that indicates mastery of the objective. It is the part
of the objective that describes the desired or appropriate level of performance.
For example:
•Students will write an APA style literature re view. It should have no spelling, grammar,
or punctuation errors.
Criterion may also be defined in terms of speed or accuracy. For example:
•Students will complete a math times table quiz within 10 minutes or with 75% accuracy.
Goal 1: (Nicole)
Goal 3: (Beverly) Please review these goals!! any input is appreciated! Bev
1. When given a fully functional iPad loaded with an application, k-12 educators/participants will complete a list of curriculum related goals for the application within 10 minutes.
2. When given a fully functional iPad , k-12 educators/participants will be able to navigate through and evaluate the quality of an application for instructional purposes within 10 minutes.
3. The k-12 educators/participants will be able to develop an instructional lesson implementing iPads into their class instruction.
Goal 4: I am having a hard time with the time frame part of the objectives since this session is a discussion and evaluation more than a lesson--feedback appreciated :) (Tai)
1. When the implementation of the iPad app is complete, the educated/participants will evaluate their experience using the Google Survey prior to coming to this session.
2. The educators/participants will evaluate successes and failures of implementing the use of their iPad app in the classroom by creating a list of Pros and Cons.
3. The entire group of educators/participants and instructors of the session will evaluate the process by which the educators/participants were taught to research.
4. The educators/participants will determine the next steps for continued implementation by scheduling at least one observation or support meeting with a session instructor within two weeks of this session.